Evaluating Junior High School Teachers’ ICT Competences for Technology Integration into Teaching and Learning in Akatsi South Municipality in the Volta Region of Ghana

Abstract

The study examined the level of Junior High School (JHS) teachers’ ICT knowledge and skills for ICT integration into teaching and learning in Akatsi South Municipality in the Volta Region of Ghana. The study applied a primary cross-sectional quantitative survey research design approach with 164 participants to determine the level of JHS teachers’ knowledge and competences in the use of ICT for personal and instructional purposes. The questionnaire consists of 20 items which was used to elicit information from selected teachers. Data collected was analyzed using descriptive statistics. The result showed that with regard to participants’ digital competences for personal tasks, 19.8% have extremely insufficient, 32.2% have insufficient, 38.5% have sufficient and 9.5% extremely sufficient. In relation to teachers’ knowledge and skills for ICT integration into teaching and learning, 24.5% have extremely insufficient, 36.8% have insufficient, 30.3% have sufficient, and 8.4% have extremely sufficient. In conclusion, majority of participants have insufficient knowledge and skills required for the use of ICT for performance of personal tasks and instructional activities and consequently cannot integrate ICT into teaching and learning or implement it effectively due to their very insufficient or insufficient level of knowledge and skills in the use of ICT.